For individuals who have a business degree or most who have taken a few business courses you have probably heard of situational leadership? Others of you may have read, or at least heard of the book, The One Minute Manager or some of the other related books authored or co-authored by Dr. Ken Blanchard. For those of you who may not be familiar with the business management concept of situational leadership let me first cover that very briefly. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. What sets situational leadership apart from many other leadership models is the practical aspect that it also takes into consideration the development level of the subordinate or employee. Using a four step sliding scale the employee is rated on competence and commitment.
This discussion is intended to show how the concept if situational leadership is easily applied to classroom situations to achieve maximum learning. For the benefit of this discussion, when thinking of the situational leadership model substitute the word manager for teacher or instructor and substitute the word employee for student or class participants.
The win â win of applying situational leadership concepts in the classroom comes when the instructor, uses the most effective delivery style that is matched to the level of development of the student at the correct time of need. One example would be the teacher best at using a coaching approach when the student has a low commitment but some competence on a class project. Another correct example would be the teacher most effectively uses a supporting team approach matched to the student who has high competence but variable commitment.
A situational designed education program allows for the teacher to be most effective in their delivery approach by correctly matching the delivery method with the student as he/she learns and works through different development levels. It is important that clear learning objectives and expected learning outcomes are established and communicated from the outset of the experience by both the teacher and student. A successful situational designed education program can be a win â win âwin for everyone, the student, the teacher, and the organization that supports the program.